Effectiveness of lab-work learning environments in and out of school: A cluster randomized study |
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| Affiliation: | 1. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany;2. Institute of Psychology, University of Education Heidelberg, Germany;3. Institute of Science, Technology & Geography, University of Education Heidelberg, Germany;1. Leibniz-Institut für Wissensmedien, Tübingen, Germany;2. University of Tübingen, Germany;3. University of Freiburg, Germany;1. Michigan State University, East Lansing, MI, United States;2. Hunter College of the City University of New York, NY, United States;3. University of Virginia, Charlottesville, VA, United States;1. Marine Science and Technology Center, Klaipeda University, 92294 Klaipeda, Lithuania;2. Baltic Sea Research Institute, Seestrasse 15, DE 18119 Warnemünde, Germany;3. Institute of Oceanology, Polish Academy of Sciences, Powstańców Warszawy 55, 81-712 Sopot, Poland;1. School of Psychology, Université Laval, Canada;2. Department of Educational Fundamentals and Practices, Université Laval, Canada;3. Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada;1. Center for Advanced Study of Teaching and Learning, University of Virginia, United States;2. Psychology Department, Quantitative Methods Area, York University, Canada |
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| Abstract: | The issue of how to increase student motivation and achievement in science subjects is considered to be a major challenge in modern school systems. Lab-work learning environments in which students get direct (“hands-on”) experience with science content that is related to their everyday lives are posited to have positive effects on state/trait motivation and achievement, but there is a lack of sound empirical evidence to support this claim. In the present study, the effectiveness of a lab-work learning unit on the topic of “the chemistry of starch” was examined by applying a cluster randomized field study with three treatment conditions with lab-work elements and a control group. The first group was taught with lab-work elements in School only, the second group (SCOL & school) was taught in a combined condition encompassing both a SCOL (Science Center Outreach Lab) visit and classroom learning, the third group was taught entirely outside the school environment (SCOL only), and the fourth group was a wait-list control group, which was not exposed to a “starch” curriculum at the time of this study. Data from 1854 students were gathered in 67 ninth-grade classes on state motivation during the intervention and on trait motivation and achievement at pretest, posttest, and follow-up. Multilevel regression analyses revealed several differences between the lab-work conditions and the control group: Whereas the hands-on practical approach effectively enhanced state motivation with positive effects on joy, situational interest, situational competence, and reduced boredom in all three treatment conditions (School only, SCOL & school, and SCOL only), there were differences in trait effects: learning at school (School only and SCOL &school) increased achievement (posttest and follow-up), whereas the SCOL visit resulted in a small and spurious increase in trait motivation (reduced cost and increased competence beliefs only on the posttest). |
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| Keywords: | Cluster randomized field study Science Center Outreach Lab (SCOL) Achievement emotions Student learning State and trait motivation |
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